Introductory Field Experience Final Evaluation

Field Experience Information:

Student Teacher:
Last Name: Smith First Name: Jennifer
ID Number: 1132155 Course Number: EDFX350
University Facilitator:
Last Name: Jackson First Name: Chris
Mentor Teacher:
Last Name: Gerndt First Name: Susana
Placement Information:
Start Date (dd/mm/yyyy): 14/11/2016 End Date (dd/mm/yyyy): 16/12/2016
Subject(s) and/or Grade Level(s): Art 7-9 / Social 7 -8 / Drama 7

School Information:
School Name: Sister Annata Brockman School District: Sister Annata Brockman
School Address: 355 Hemingway Road Postal Code: T6M 0L7
School Phone #: (780) 444-0250 City: Edmonton

Distribution:
Students should retain a copy of the Final Evaluation form for their own records. Please note that
potential employers may ask for a copy of this Final Evaluation.

A copy of this form will be emailed by the University Facilitator to the office of Undergraduate Student
Services, where it will be retained for a period of three years; no other copies will be retained by
Mentor Teachers, University Facilitators or employees of the University of Alberta without written
permission of the Student Teacher.

It is recommended that the Student Teacher receive a grade of:

Final Grade (Credit or No Credit): Credit Date (dd/mm/yyyy): 16/12/16

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The purpose of this Field Experience Final Evaluation document is to provide evidence and
communicate information regarding Student Teacher performance based on the Knowledge, Skills and
Attributes (KSAs) for Interim Certification.

For each category, the Mentor Teacher should provide comments that reflect strengths and areas for
growth in each category. Evidence and specific examples should be provided.

You do not need to fill the space provided; recommended length is 200-300 words per category. Write
only enough to provide necessary evaluation and evidence. Please do not exceed the space provided, as
lines of text that extend beyond the text box will not appear on printed copies; there is space for extra
comments at the end.

Use the KSAs and suggested topics as they relate to the category to guide your comments; not all need
to be addressed.
Description of the school and context of teaching
Suggested Topics (Not all need to be addressed): school size, urban/rural, special programs, class size, special needs students in class,
number of teachers, etc.

Sister Annata Brockman is a relatively new K-9 school located in the south-west community of the
Hamptons in Edmonton, Alberta. The school has about 900 students and 60 staff members. The 250
junior high students are grouped in heterogeneous classes, have inclusive settings and have various
dynamics including a high English Language Learner (ELL) population, various coded students and
students with a variety of learning needs. The school provides assistance to special needs students in
inclusive classes through the help of Education Assistants. SAB has SMARTBoards in every classroom,
laptop carts, and wireless services available to all students. Teachers share a strong policy of
collaborative teaching techniques and collegial sharing.

During her practicum, Jennifer taught 2 grade 9 art classes (one with 18 students and one with 17
students), 1 grade 8 art class with 20 students and 1 grade 7 art class with 25 students. In addition to
this, Jennifer co-planned and co-taught 3 social studies classes; 1 grade 7 social studies class with 30
students and 2 grade 8 social studies classes both with 31 students.

Jennifer Smith also had the opportunity to participate in 2 Thursday FLEX mornings where she had an
opportunity to see how FLEX works and the variety of sessions that teachers offer. She also became
actively involved in our sewing club. Jennifer eagerly assumed 50% of the teaching duties during her
experience and many of the responsibilities associated with having a homeroom class.

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Preparation, Planning and Organization
Related Knowledge, Skills and Attributes (Not all need to be addressed):
KSA A: Teachers understand that contextual variables affect teaching and learning.
KSA C: Teachers use the Guide to Education and the programs of study to inform and direct planning, instruction and assessment.
KSA D: Teachers understand the subject discipline they teach.
KSA E: Teachers know how to identify students different learning styles and ways students learn and create multiple paths to learning for
individuals and groups.
KSA F: Teachers know how to translate curriculum and desired outcomes into meaningful and incrementally progressive learning
opportunities through short, medium and long range planning.
KSA M: Teachers identify and incorporate relevant learning resources into their teaching.

Suggested Topics (Not all need to be addressed): curriculum expectations, content knowledge, lesson plans, organization, time
management, diverse learning needs, etc.

Jennifer is very effective at planning interesting, efficient, and well-structured lessons. She has
demonstrated superior organizational skills during her field experience as she has had the opportunity to
plan for all grade 7-9 art classes as well as co-plan and co-teach 1 grade 7 and 2 grade 8 social studies
classes.

Jennifer continues to work on lesson lengths what concept needs one class or two, and how much
material can be covered in a class as well as how long students need to complete a task. Jennifer also
continues to self-assess for the timing of delivery of content during class time especially in the area of
her art demonstrations. These demonstrations proved to be very effective and a valuable experience for
students however, she sometimes questioned whether or not they were too long. I believe that they were
perfect in length and she did an excellent job of scaffolding techniques for students. Jennifer recognizes
the need to develop this background knowledge in order to foster a deeper understanding of a given
technique. In her art classes, she provided opportunities for students to practice new skills in post-demo
practice activities so that students feel comfortable when applying techniques to their final pieces.

Lessons and co-planned projects were thoughtfully prepared with consideration given to the
accommodation of individual differences and learning styles of the students in the class. Jennifer strives
to bring a variety of activities (lecturing, videos, PowerPoints, independent work, group work, projects,
and activities) to her lessons in order to give the students the best opportunity to learn. She has
incorporated different teaching methodologies such as collecting students responses to a few summary
questions at the end of class as their exit ticket. Jennifer also made effective use of teaching resources
that demonstrated initiative and creativity. Students were actively engaged in their bird sculptures and
book creation projects. Jennifer is an artist herself and has a well-informed fine arts background,
which benefited her lesson plans as the concepts she presented were in-depth and engaging.

Jennifer also effectively made great use of the classroom physical environment to maximize
instructional goals and individual student needs. She strategically used furniture for demos, student
groupings, displays for access to guidelines as well as access to project materials.

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Teaching Skills and Strategies
Related Knowledge, Skills and Attributes (Not all need to be addressed):
KSA A: Teachers understand that contextual variables affect teaching and learning.
KSA D: Teachers understand the subject discipline they teach.
KSA E: Teachers know how to identify students different learning styles and ways students learn and create multiple paths to learning for
individuals and groups.
KSA F: Teachers know how to translate curriculum and desired outcomes into meaningful and incrementally progressive learning
opportunities through short, medium and long range planning.
KSA I: Teachers know and use a broad range of instructional strategies.
KSA J: Teachers use both traditional and electronic technologies to meet students learning needs.
KSA M: Teachers identify and incorporate relevant learning resources into their teaching.

Suggested Topics (Not all need to be addressed): learning strategies, sequencing/timing, flexibility, instructional strategies, use of ICT,
differentiation of instruction, student interest, cultural sensitivity, pacing, lesson/unit plans, etc.

Jennifers teaching skills and strategies show a natural sensitivity to the intellectual, artistic and
emotional needs of the students. She explained concepts and gave instructions at the students various
levels of learning. She fostered a climate that involved discussion and questioning. She applied various
teaching strategies to successfully enhance her lessons. She was quick to assess the strengths and
weaknesses of her skills and make the appropriate adjustments for future classes.

Jennifer maintained a high interest in classroom activities, through an introduction, pacing, transitions
and student involvement. Student instruction was exceptionally clear and she is able to maintain a high
degree of student involvement. She constantly encouraged student participation in her lessons by
engaging student interest. For example, she consistently asked students to take part in her art
demonstrations. In this way students took over and presented their understanding of techniques.

She is developing good questioning skills and she handles classroom discussions in a very professional
manner. Jennifer also demonstrated a willingness to grow as a teacher by consistently practicing the
qualities of an effective teacher flexibility, adaptability, and compassion.

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Management and Classroom Climate
Related Knowledge, Skills and Attributes (Not all need to be addressed):
KSA A: Teachers understand that contextual variables affect teaching and learning.
KSA G: Teachers create and maintain environments that are conducive to student learning and understand student needs for physical,
social, cultural and psychological security.
KSA H: Teachers know the importance of respecting students human dignity by establishing relationships with students that are
characterized by mutual respect, trust and harmony.

Suggested Topics (Not all need to be addressed): class tone, routines, rapport with students, conflict resolution, student engagement,
leadership, transitions, etc.

Jennifer communicated and consistently applied clear expectations for student attentiveness and
behavior. In turn, a comfortable and respectful classroom atmosphere was developed. Students felt
safe, comfortable and valued.

Her relationships with her students allowed her to effectively handle routine duties (i.e. making
announcements, taking attendance), and she is continuing to learn to adapt her management skills to the
nature of the class and the students. She realized the effectiveness of proactive and preventative
strategies when dealing with students. This was very beneficial as, mentioned earlier, she co-taught
grade 7 and grade 8 social classes with 30+ students. She impressed me with her calm and controlled
nature when dealing with students, and how she was non-confrontational when dealing with any
individual student who misbehaved. In front of the class, she was poised and maintained authority by
being controlled herself. She consistently maintained her composure in front of the students. Her
students understood her expectations, and responded quickly to her instructions.

Jennifer also consistently encouraged student participation and used proximity very well. She was well
prepared for each lesson, so management issues were minimal. Through daily discussions with me and
careful planning, she had the forethought to minimize disruptions and recognized potential areas where
her students could become disruptive. Jennifer circulated throughout the classroom throughout every
lesson, and with more experience will become better at identifying off-task student behavior. Jennifer
continues to explore her authority in the classroom and is learning to identify the best strategy to
minimize student disruptions (i.e. using proximity, moving a disruptive student to another area in the
classroom). In time, she will become better adept at identifying the best moment to remove especially
disruptive students from the classroom for the benefit of the rest of the class.

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Communication
Related Knowledge, Skills and Attributes (Not all need to be addressed):
KSA H: Teachers know the importance of respecting students human dignity by establishing relationships with students that are
characterized by mutual respect, trust and harmony.
KSA J: Teachers know how to use and how to engage students in using traditional and electronic technologies to present and deliver
content, communicate effectively with others.
KSA L: Teachers know how to develop and implement strategies that create and enhance teacher, parent, and student partnerships.

Suggested Topics (Not all need to be addressed): oral and written language, communication with parents/guardians, listening skills,
teaching/learning technologies, voice and language, etc.

Jennifer is such an articulate and eloquent public speaker. She projects well yet maintains a calm and
soothing tone. She also uses verbal and written communication effectively. Oral and written
communication with the students is age appropriate and is easily understood by them. Due to her
excellent planning and warm voice I feel that students were encouraged to share their views in a relaxed
and attentive atmosphere. Their answers were acknowledged and clarified within a caring and
supportive environment. Jennifer has the ability to stimulate discussion through effective questioning.
She listens carefully to student responses, uses wait time effectively and when needed redirects student
discussion ideas promptly when they get off topic.

While Jennifer did not have the opportunity to phone or email parents directly, she had a chance to
communicate with parents during a student-led demonstration of learning evening at the school. Jennifer
has also been very keen to learn about e-mail and phone protocol with parents. She was privy to a few
scenarios and took it as a valuable learning experience for her future dealings with parents. She
understands and recognizes the value of having an open and clear line of communication between the
school and home. For example, she would like to send a letter of introduction in her future teaching
career.

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Assessment Strategies
Related Knowledge, Skills and Attributes (Not all need to be addressed):
KSA K: Teachers gather information about their students learning needs and progress by using a variety of assessment strategies.
KSA L: Teachers know the importance of engaging parents, purposefully and meaningfully, in all aspects of teaching and learning.

Suggested Topics (Not all need to be addressed): appropriate questioning, adapted assessment, assessment variety, record keeping,
formative/summative, reporting, timely feedback etc.

Jennifer fluently incorporated formative and summative assessments at appropriate checkpoints during
her practicum. For example, she circulated during student work time to check for understanding of
material and art techniques as well as provided individualized art feedback on students planning pages.
In grade 8 social studies, Jennifer had the opportunity to provide online live feedback to students within
google classroom. She took the time to check in with students and recognized areas of strength as well
as gave suggestions for areas of growth.

In regards to summative assessment, Jennifer provided clear and direct feedback to students regarding
their final art projects. Jennifer is learning how to adapt summative assessments in the area of social
studies. She was very keen to learn as much as possible. Jennifer is aware of the diverse student needs
that exist in the contemporary classroom and is on her way to effectively addressing different needs.

Finally, Jennifer also had an opportunity in grade 7 social studies and grade 8 social studies to co-plan
and co-design a project for students. Both the performance tasks and the rubrics were provided for and
discussed with students, which gave Jennifer an opportunity to clearly communicate the expectations for
her students. She also learned the value in providing whole class project pauses to ensure that
students were on track and well equipped to continue with the task at hand.

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Understanding Students Needs
Related Knowledge, Skills and Attributes (Not all need to be addressed):
KSA E: Teachers know how to identify students different learning styles and ways students learn and create multiple paths to learning for
individuals and groups.
KSA F: Teachers know how to translate curriculum and desired outcomes into meaningful and incrementally progressive learning
opportunities. Teachers understand the need to vary their plans to accommodate individuals and groups of students.
KSA I: Teachers know and use a broad range of instructional strategies and know which strategies are appropriate to help different
students achieve different outcomes.

Suggested Topics (Not all need to be addressed): Planning that includes all students and learning styles, alignment of strategies to student
needs, use of varied resources to differentiate instruction, assists all learners, understands contextual variables that affect teaching and
learning, etc.

As previously mentioned, students at Sister Annata Brockman are grouped in heterogeneous classes with
an average class size of 31. In these groupings, Jennifer has encountered the following dynamic of
students:
high functioning and maintaining high levels of achievement
struggling academically and require an Individual Program Plan (IPP)
coded for Behaviour and require an IPP
English Language Learners with or without an IPP
remaining students with average abilities
students with emotional needs

Jennifer was made aware of the student's different learning styles at the beginning of her field
experience and has accommodated those needs by having strategies in place in her planning. Given the
diverse make-up of the classes, Jennifer has gained a lot of experience in understanding the needs of the
students. She clearly demonstrates a sense of empathy and sensitivity to individual strengths and
weaknesses. She has learned the importance of flexibility and adaptability when performance
expectations are outlined. This helps to create a feeling of trust and creates a learning environment that
is conducive to growth in the affected areas. Jennifer developed a good rapport with her students, such
as working one-on-one or in small groups to review concepts. In particular, Jennifer worked individually
with students to support specific learning needs. She assisted two ELL students and a student with
cognitive delays. Through one on one assistance, she was able to build comprehension with these
students. She worked with the students in a variety of settings; during study time, work time and during
summative assessments.

Jennifer presented lessons orally through spoken instruction, and visually through PowerPoint
presentations that contained text and visuals. Jennifer sees the value in incorporating video clips in
social studies lessons. She has had the opportunity to learn about Discovery Education Canada as well
as Curio though the CBC.

Jennifer adapted her assessments and teaching strategies to ensure that all students in her classes were
able to succeed at a task or were able to demonstrate their own understanding of the concepts. She also
consistently monitored student work, focus, and progress during class time. Her passion for fine arts and
her interest in social studies were reflected in her lessons, which generated more enthusiasm and interest
from her students. The attitude she communicated to her students strongly endorsed the message that all
students can learn.

Professional Qualities and Attributes

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Related Knowledge, Skills and Attributes (Not all need to be addressed):
KSA B: Teachers understand the legislated, moral and ethical frameworks with in which they work.
KSA H: Teachers know the importance of respecting students human dignity by establishing relationships with students that are
characterized by mutual respect, trust and harmony.
KSA L: Teachers know the importance of engaging parents, purposefully and meaningfully, in all aspects of teaching and learning.
KSA N: Teachers know the importance of contributing, independently and collegially, to the quality of their school.
KSA O: Teachers assess the quality of their own teaching and use this to develop and implement their own professional development.
KSA P: Teachers guide their actions with a personal, overall vision of the purpose of teacher and they are able to communicate their
vision, including how it has changed as a result of new knowledge, understanding and experience.

Suggested Topics (Not all need to be addressed): work ethics, interpersonal skills, collegiality, initiative, energy, team work, attitude,
appearance, commitment, reflection, etc.

It has been an absolute pleasure and joy working with Jennifer. Jennifer demonstrated commitment and
professionalism in becoming a teacher from the onset of her practicum. She understands the need to
appear professional and acts appropriately at all times. Furthermore, Jennifer co-taught three Junior
High Flexible Learning Sessions. The three sessions were: Just Dance, Northern Lights Paintings and a
Worry Bead session. This Flexible Learning Opportunity provided Jennifer with an opportunity to teach
or assist other junior high students in the school who are not in any of her classes.

Jennifer established a good sense of rapport with staff members who have commented on her obvious
commitment. She made a conscientious effort to become familiar with the junior high staff. In addition,
during her placement at Sister Annata Brockman School, Jennifer showed extra initiative by assisting
with our JH sewing club.

Jennifers inquiries and feedback were both thoughtful and thorough. She displayed many fine qualities
(preparedness, approachable, responsibility, knowledge, work ethic) to become an effective teacher.
Whether lesson planning, deciding on teaching strategies for a concept, or improving classroom
management, Jennifer took great interest in what she can do to be more effective and consistently
maintained a positive attitude. Moreover, she followed through with the suggestions and feedback she
heard. Continued interest in becoming more effective will lead Jennifer to a successful career as a
teacher.

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Reflection and Self-Evaluation
Related Knowledge, Skills and Attributes (Not all need to be addressed):
KSA O: Teachers assess the quality of their own teaching and use this to develop and implement their own professional development.
KSA P: Teachers guide their actions with a personal, overall vision of the purpose of teacher and they are able to communicate their
vision, including how it has changed as a result of new knowledge, understanding and experience

Suggested Topics (Not all need to be addressed): establishes specific strategies to meet professional goals, demonstrates oral/written
reflective practices, engages in goal setting, communicates overall vision of teaching, etc.

Reflection and self-evaluation have been a very important part of Jennifers experience at Sister Annata
Brockman School. Jennifer is such a professional and maintains high expectations for herself. She does
not shy away from new experiences and sets goals for herself that she strives to achieve. For example,
during her practicum Jennifer was very eager to learn as much as possible about the social studies
curriculum even though this is not her major or minor area of study. Jennifer quickly learned that
although social studies tends to be a content heavy subject area there are a lot of skills outcomes that
need to be addressed which can lead to some very creative planning. The opportunity to co-plan and
execute 2 projects in grades 7 and 8 highlighted Jennifers greatest growth as she learned to adapt
different teaching styles and techniques to best facilitate concepts to different learners. She has been
open to supervisory suggestions and did not hesitate to seek advice and direction whenever needed,
which was a benefit to both herself and her students. Jennifer demonstrated a strong level of
commitment to assessing all aspects of her teaching experience. She consistently used information and
self-reflection to strengthen her teaching style and techniques in response to the changing dynamics of
the classroom environment to achieve desired objectives.

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Additional Mentor Teacher Comments:
I have thoroughly enjoyed my mentorship experience with Jennifer. I am so impressed with her
knowledge, skills, work ethic, organizational abilities, teaching skills, and her willingness to learn and
improve on all the qualities that will help her become a better teacher. Jennifer was eager to be involved
with activities at our school and consistently offered her assistance wherever it was needed. She has
shown tremendous growth in her understanding of what a typical teaching day is like and has developed
a good level of respect for the amount of daily preparation and planning required of teachers. She has
also become cognizant of different ways to get to know her students and has strived to provide students
with a safe and comfortable learning environment. After this practicum, I feel confident that Jennifer
will impress any prospective employer in the educational field. Without question, she has the poise and
knowledge base to be a successful teacher in the future. Jennifer is not content with doing what seems to
work; instead, she constantly strives for improvement, and that drive creates a valuable teacher and co-
worker in any school. She will be missed at Sister Annata Brockman School!

Student Teacher Comments:

It has been such a pleasure to work with both the staff and students here at Sister Annata Brockman! I
feel extremely fortunate to have been welcomed into this vibrant school community, and have built
positive relationships that I will reflect upon and carry with me well into my teaching career. Susana has
been very supportive in providing multiple opportunities for me to develop quality teaching skills and
attributes. I am eager to apply and build upon what I have learned from this experience in my future
career as a teacher.

Fall 2016 Page 11 of 11